a. Something we think is important. | ||
b. A fantasy about the future. | ||
c. A plan for how to be successful. | ||
d. A result we intend to reach mostly through our own actions. |
a. Doesn’t need to be realistic or specific. | ||
b. Should guide what you set as your mid-term goals and your short-term goals. | ||
c. Should take into account your personal values as well as your practical needs. | ||
d. B and C, but not A |
a. “That teacher is so hard no one could pass the test.” | ||
b. “I learned my lesson. I’m going to study harder for the next one.” | ||
c. “I should have studied harder. I’m a terrible student.” | ||
d. “Nevermind. That class doesn’t really matter anyway.” |
a. It is realistic. | ||
b. It is specific. | ||
c. It includes a time frame. | ||
d. All of the Above. |
a. Doing things that help you get closer to achieving a result you desire. | ||
b. Doing whatever seems most important to the people around you. | ||
c. Working really hard, all the time. | ||
d. Accepting whatever seems like an emergency at the time. |
a. I will complete my homework for each week by Saturday afternoon. | ||
b. I will get an A on every assignment and paper, in every class. | ||
c. I will work out a plan for which classes I should take each semester. | ||
d. I will set up a good study space in my apartment. |
a. I will be the first female President of the United States. | ||
b. I will finish college in four years without any student loan debt by working full-time all day and taking a heavy load of classes at night. | ||
c. I want to get into a good law school by finishing my political science degree in five years with a 3.5 GPA. | ||
d. I want to save starving children in Africa. |
a. Diego has all the skills and knowledge he needs to be a great college student. | ||
b. Diego should continue to approach classes, homework, and studying exactly the same way he always did. | ||
c. Diego only needs to go to class when he thinks something important is going to be said, and borrow notes from someone the rest of the time. | ||
d. Diego has some great skills, but he should still spend time learning how college classes and life are different from high school. |
a. Always work towards the highest priority goal, and never work towards the less important ones. | ||
b. Be able to choose the most important activity at any given moment. | ||
c. Have to ignore some goals completely in order to meet other goals. | ||
d. Never have to choose between two equally important things. |
a. Stay up later to get the work done in one long session. | ||
b. Break large projects down into smaller tasks or stages. | ||
c. Multitask—you’ll get more done that way. | ||
d. Review the list of things to do over and over again. |
a. The amount something costs in dollars. | ||
b. Something you believe is worth having, being, or doing. | ||
c. Something your family thinks is important. | ||
d. Something that will help you be successful in college. |
a. Knowing your values will help you find people who agree with you. | ||
b. They will help you argue your own opinions more effectively. | ||
c. They will help you know what you want from life, and set effective goals. | ||
d. You can buy products that are worth the price. |
a. You can set long-term goals that are achievable. | ||
b. You can make choices about your education that don’t cost too much money. | ||
c. You can set educational goals that are in line with what is important to you. | ||
d. You don’t take classes that aren’t interesting. |
a. Graduating from college. | ||
b. Getting a degree in business. | ||
c. Living in a big city. | ||
d. Living in Chicago. |
a. Probably include social relationships, family, and where you might like to live in the future. | ||
b. Is the most important goal you will set. | ||
c. Should never be changed. | ||
d. Are only important for extremely motivated people. |
a. Try to study now, even though she is very distracted by her daughter. | ||
b. Spend time with her daughter doing other necessary tasks, so she can study later. | ||
c. Drop the class now, and try again next semester. | ||
d. Talk to her husband as soon as possible about how they can free some time as a family for her school needs. |
a. How fast we need to respond to something. | ||
b. How important something is to us. | ||
c. Where something is related to a goal or not. | ||
d. None of the Above |
a. Frequent Complaining | ||
b. Hesitant to change or seek improvement | ||
c. Unproductive use of time, procrastination | ||
d. All of the Above |
a. Ask your parents and friends what is important to them. | ||
b. List your favorite TV shows and books. | ||
c. Figure out what you are good at. | ||
d. Write down what is important to you. |
a. I want to get all As the whole time I'm in college. | ||
b. I want to finish my homework before Friday so I can spend time with my boyfriend. | ||
c. I want to get into a good medical school. | ||
d. I want to pay off my student loans before I get married. |
a. Is available when you need it. | ||
b. Is physically comfortable for you. | ||
c. Is relatively free of distractions. | ||
d. All of the above. |
a. Spread out all your books. | ||
b. Have access to snack machines if you are hungry. | ||
c. Have long periods of comfortable, uninterrupted time to concentrate. | ||
d. Adjust the temperature to your own liking. |
a. The bedroom. | ||
b. The kitchen. | ||
c. The couch. | ||
d. The library. |
a. Ask the day care to only send emergency messages. | ||
b. Give up trying to study when her daughter is at daycare. | ||
c. Do nothing about the messages, and try to focus as best she can between interruptions. | ||
d. Turn her phone off when she studies. |
a. Incoming text messages, emails, and phone calls. | ||
b. Friends and family who want to talk, play, or have questions. | ||
c. Chores, hunger, and tiredness. | ||
d. All of the above. |
a. You know in advance that that place has the qualities of an effective space. | ||
b. Over time, your mind will be able to focus more quickly in the usual place. | ||
c. Your friends and family will know where to find you. | ||
d. Both A and B |
a. Not being friends with your roommate. | ||
b. Identifying good places away from home that are available when you need them. | ||
c. Communicating with them about your own priorities and needs. | ||
d. Both B and C. |
a. Put the books away. Your concentration is gone now. | ||
b. Deal with the interruption quickly and go back to work. | ||
c. Try to ignore the interruption as best you can, even though it is very distracting. | ||
d. Use the interruption as an excuse for a snack break. |
a. Agreeing to certain “quiet hours,” and then planning to study at those times. | ||
b. Learning to ignore loud music, television, and other noises. | ||
c. Getting better at studying while the TV is on. | ||
d. Studying in 5-10 minute intervals, if that’s all you can get. |
a. Not expect to get any good studying done at home. | ||
b. Communicate with your family about your study schedule and needs. | ||
c. Tell them that your schoolwork is more important than they are. | ||
d. Make a habit out of putting your books away when they interrupt you. |
a. Sneak out of class before it is over so she can’t corner him. | ||
b. Tell her he needs to review; perhaps she would like to go over the notes with him before lunch. | ||
c. Tell her he needs time to review; they can go to lunch after he is finished. | ||
d. B and C are both good options. |
a. Ask his roommate to let him know in advance when the soccer matches are, so Martin can plan to study at the coffee shop on those days. | ||
b. Learn to like the library better, since it is more reliable than either his room or the coffee shop. | ||
c. Ask his roommate to watch the matches somewhere else. | ||
d. Watch the soccer matches with his roommate if they occur during his planned study times. |
a. Study in his own room, with the door closed. | ||
b. Tell his roommates they need to respect his need for quiet. | ||
c. Spend a lot of time looking for a new place to live. | ||
d. Find a good study space away from home and schedule regular study times there. |
a. You might miss something important. | ||
b. It actually takes longer to multitask two things than to do them one at a time. | ||
c. Over time, chronic multitasking reduces your ability to concentrate when you want to. | ||
d. Both B and C. |
a. Being more effective with your time. | ||
b. Being engaged in two or more activities at the same time. | ||
c. Getting things done faster. | ||
d. Focusing on one main task. |
a. You always see the same people there. | ||
b. If you leave something behind, chances are good it will still be there. | ||
c. Your mind begins to associate that place with being focused and effective. | ||
d. You’ll have fond memories of that place. |
a. “Studying for 1 more hour. Call me then.” | ||
b. “Maybe, where do you want to go?” | ||
c. “Can’t. Who’s going with you?” |
a. Just make Jamie a set of keys and let her borrow the car when she needs it. | ||
b. Tell Jamie that her first priority is doing well in school, and ask Jamie to respect that. | ||
c. Explain that she is willing to help her friend, but only when it doesn’t conflict with her responsibilities. | ||
d. B and C together. |
a. You will have more difficulty paying attention to things when you want to. | ||
b. You will get more done that people who do not multitask. | ||
c. You will have difficulty falling asleep at night. | ||
d. You will develop faster response time. |
a. Put a sign on your door that says, “Go Away.” | ||
b. Know when you are going to be finished so you can make plans for later. | ||
c. Briefly stop to chat with each friend, and call it a “study break.” | ||
d. Only plan to study in the middle of the night, when everyone else is asleep. |
a. Procrastination can sometimes be caused by fear. | ||
b. Procrastination is a common problem for most college students. | ||
c. Following a schedule can help you combat procrastination. | ||
d. If you have a problem with procrastination, you probably should not go to college. |
a. You can carry it with you at all times. | ||
b. It will help you block out study times in advance. | ||
c. You can prove to your parents that you are organized. | ||
d. Your friends will know that you are too busy to hang out. |
a. A set of excuses for why you are behind in your work. | ||
b. A way of thinking that lets you put off doing something that should be done now. | ||
c. Being lazy. | ||
d. A way of thinking that is very productive. |
a. Make extra copies of each syllabus in case she loses one. | ||
b. Tear the due date pages out and post them on her bulletin board. | ||
c. Take some time to enter the due dates for the semester into to her weekly planner. | ||
d. Put all of the syllabi together in one place. |
a. Scheduling classes every morning, so he can be available to work every night. | ||
b. Scheduling classes back-to-back on the same days, to cut down on his commuting time and leave blocks of time open for studying. | ||
c. Choosing classes that are not too hard, so he won’t have to spend as much time studying. | ||
d. Planning to study at work, whenever he can get a few free minutes. |
a. Drop her hardest class now, before things get out of control. | ||
b. Tell her friends she can’t hang out anymore. | ||
c. Fill out a time log for a few days to see where she actually spends her time. | ||
d. Take one day and get ahead in all her classes. |
a. Use it to relax—never study when you haven’t planned it in advance. | ||
b. Do laundry and other chores so you have less on your mind when you get around to studying. | ||
c. Do whatever your friends are doing at that moment. | ||
d. Evaluate your to-do list and weekly planner to see what is the best thing to do. |
a. Two hours | ||
b. 30 minutes | ||
c. More than three hours | ||
d. Three hours |
a. 15 minutes for every hour in class. | ||
b. 1 hour for every hour in class. | ||
c. 10 hours for every hour in class. | ||
d. 2 hours for every hour in class. |
a. You know whether you are a slacker or not. | ||
b. You can get a sense of how long it takes you to do things. | ||
c. You can plan enough time to complete tasks in the future. | ||
d. Both B and C. |
a. Getting to know yourself is interesting. | ||
b. You can make sure you don’t have class at that time. | ||
c. You can schedule your most difficult tasks at that time. | ||
d. That is the time when you should be driving. |
a. Find a long, uninterrupted stretch of time, and do it all at once. | ||
b. Give parts of the project to your friends to do. | ||
c. Get everything else done first, and then you can focus on the project. | ||
d. Break the project into smaller parts, and work through the parts one at a time. |
a. Genetic. | ||
b. Caused by an infection. | ||
c. A bad habit. | ||
d. Treatable with antibiotics. |
a. The to-do list is written on a scrap of paper. | ||
b. The weekly planner helps you figure out when you are going to do something. | ||
c. The to-do list goes with you everywhere. | ||
d. The planner is electronic. |
a. First thing in the morning—everyone is more alert at this time of day | ||
b. Right after the class—while the material is fresh | ||
c. Late at night—when nobody is awake to distract you | ||
d. Whenever you can get several people from the class together to review |
a. Divide your time evenly between each assignment. | ||
b. Determine which assignment is the most crucial, and complete that one first. | ||
c. Pick the assignment you think looks like the most fun. | ||
d. Complete the one that will take the least amount of time. |
a. Reconsider how long it actually takes you to do basic things like eating, dressing, etc. | ||
b. Identify the activities that are most important to your personal goals. | ||
c. Consider whether you need to eliminate some responsibilities. | ||
d. All of the above |
a. Study history | ||
b. Meet Brad for vocab review | ||
c. Read Bio text, Chapter 3 (32 pages) | ||
d. Call Sally |
a. Your 45-minute commute to campus every day. | ||
b. Pick up some cereal on the way home from class. | ||
c. Study for Chemistry Exam. | ||
d. Meet lab partner for one-hour review session. |
a. Sleeping | ||
b. Eating | ||
c. Spending time with friends | ||
d. None of the above—an effective schedule considers all the things you need to do. |
a. Reading while moving around—this is shown to increase learning. | ||
b. Moving your eye all over the page while reading. | ||
c. A set of exercises you do between reading passages to energize your brain. | ||
d. A set of strategies that you use to increase your understanding of what you read. |
a. Help you cut your reading time. | ||
b. Increase your ability to read for long, uninterrupted periods. | ||
c. Increase your understanding of the material you read. | ||
d. Help you interact with your classmates. |
a. In college, most instructors do not spend much time reviewing the reading assignment in class. | ||
b. Reading assignments in college will be much longer than in high school. | ||
c. Your instructor will usually expect you to understand your reading on your own. | ||
d. Reading in college is similar to reading a newspaper or magazine. |
a. Active reading is about getting enough exercise. | ||
b. Reading is one of the primary methods for absorbing information in college. | ||
c. Your instructor will usually tell you what is important in your textbook. | ||
d. You shouldn’t take notes while you read. |
a. Just reading a text one time, straight through, is usually enough. | ||
b. It is important to always read at the same place. | ||
c. The purpose of reading in college is to understand the information. | ||
d. You have to memorize texts in order to understand them. |
a. Are no different than reading skills for high school. | ||
b. Are essential to doing well in college courses. | ||
c. Include pre-reading, finding the important sections, and reviewing the text. | ||
d. Both B and C. |
a. Reading the headings carefully. | ||
b. Identifying major questions the text is trying to answer. | ||
c. Locating information that is presented in graphs and charts. | ||
d. All of the above. |
a. Start reading—it is a long chapter. | ||
b. Find all the vocabulary words and make a list. | ||
c. Scan the headings and get an idea of what information the chapter is going to cover. | ||
d. All of the above. |
a. Go to bed. | ||
b. Go for a workout. | ||
c. Break the reading into small parts and come up with a time plan to get them done. | ||
d. Schedule an appointment with his professor to discuss the reading. |
a. Break the reading up into smaller sections rather than reading for five hours straight. | ||
b. Spend some time making a map or diagram of the characters. | ||
c. Summarize the reading so far in her own words. | ||
d. These are all good ideas. |
a. How long it will take to read every word. | ||
b. How it relates to the themes of the whole course. | ||
c. Which parts are the most important. | ||
d. Both B and C. |
a. You should always do your reading last, after everything else is completed. | ||
b. Reading in bed is a good idea, because you will be relaxed. | ||
c. Reading an entire chapter in one sitting is better than reading it in small pieces. | ||
d. You should start a reading session by looking over the text for key ideas. |
a. Preparing, Reading, Reviewing, and Memorizing. | ||
b. Pre-reading, Reading, Post-reading, and Reviewing | ||
c. Preparing, Reading, Memorizing, and Rewriting | ||
d. Preparing, Reading, Capturing Key Ideas, Reviewing |
a. Reread the section and mark the key ideas. | ||
b. Determine which section of the text contains the most important information. | ||
c. Test yourself on the important material to see if you understand. | ||
d. Only read the headings. |
a. Make it look pretty. | ||
b. Show which parts you have already read. | ||
c. Identify where the key ideas are. | ||
d. Keep you focused on what you are doing. |
a. Read a text as quickly as possible. | ||
b. Read a text as slowly as possible. | ||
c. Read a text as comfortably as possible. | ||
d. Read a text as effectively as possible. |
a. Highlight all the main points in the text. | ||
b. Scan each of the headings to find the important material. | ||
c. Read the section with the objective of understanding it. | ||
d. Memorize the vocabulary words. |
a. Reread the section and mark the key ideas. | ||
b. Scan each of the headings to find the important material. | ||
c. Find all of your reading supplies and get them together in one place. | ||
d. Read every word carefully. |
a. Get physically comfortable. | ||
b. Determine what parts of the reading contain the most important information. | ||
c. Find all of your reading supplies and get them together in one place. | ||
d. Answer any questions you may have about the material. |
a. Read every word carefully. | ||
b. Spend time looking at the text to evaluate it before you read. | ||
c. Memorize the important parts. | ||
d. Only read the headings. |
a. A lie. | ||
b. A defect in logic. | ||
c. A sign that an argument is not very strong. | ||
d. Both B and C. |
a. A waste of time. | ||
b. A process for generating ideas for solutions in a group. | ||
c. A form of physical exercise that helps the brain function better. | ||
d. A way to get to know your roommates. |
a. Effective problem solving involves critical and creative thinking. | ||
b. There are four steps to effective problem solving. | ||
c. It is not important to determine who is the decision maker in a group. | ||
d. Brainstorming is a good method for generating creative solutions. |
a. Creative thinking cannot be taught or practiced. | ||
b. Creative thinking is a great method for solving many kinds of problems. | ||
c. Creative thinking is only for artists and musicians. | ||
d. Creative thinking is about memorizing rules and facts. |
a. Make art or music. | ||
b. Do things differently than others. | ||
c. Look at things from a new perspective to come up with fresh solutions and ideas. | ||
d. Let your mind wander and see what kinds of ideas come up. |
a. Asking questions to understand. | ||
b. Gathering credible data. | ||
c. Making a decision or forming an opinion. | ||
d. All of the above. |
a. Visual | ||
b. Multimodal | ||
c. Read/Write | ||
d. Listen/Draw |
a. Is there enough evidence? | ||
b. Is it the right evidence? | ||
c. Is it credible evidence? | ||
d. All of the above. |
a. Record the teacher’s lectures. | ||
b. Borrow somebody else’s notes. | ||
c. Try taking notes that include her own diagrams and pictures of the information. | ||
d. Find a different instructor. |
a. Everyone does it | ||
b. Generalization | ||
c. Against the Man | ||
d. False Cause |
a. Criteria hunting. | ||
b. Critical thinking. | ||
c. False cause. | ||
d. Creativity. |
a. Reading and remembering | ||
b. Describe and discuss | ||
c. Collect and report | ||
d. Compare and defend |
a. Memorize and repeat | ||
b. Report and explain | ||
c. Formulate and compose | ||
d. Classify and examine |
a. Everyone Does It. | ||
b. Personalization. | ||
c. False Cause. | ||
d. Generalization. |
a. You can ask your teacher to rearrange his course to suit you better. | ||
b. You can recognize when information is in a form you find difficult—and plan to spend more time with it. | ||
c. You can practice translating information into a form that is easier for you to absorb. | ||
d. Both B and C |
a. Generalization. | ||
b. False Cause. | ||
c. Personalization. | ||
d. Ad hominem. |
a. Applied thinking. | ||
b. Analytical thinking. | ||
c. Creative thinking. | ||
d. Critical thinking. |
a. Free-form thinking is when you make art; creative thinking is when you solve a problem. | ||
b. Free-form thinking is done with friends; creative thinking is done alone. | ||
c. Free-form thinking lacks direction or an objective; creative thinking is aimed at producing a specific outcome or solution. | ||
d. Free-form thinking involves physical movement; creative thinking is done on paper. |
a. Tweet and describe. | ||
b. Applied thinking and Analytical thinking | ||
c. Critical thinking and Creative thinking. | ||
d. Adapt and Combine. |
a. Generate possible solutions | ||
b. Choose the solution | ||
c. Narrow the problem | ||
d. None of the above |
a. Applied thinking. | ||
b. Analytical thinking. | ||
c. Creative thinking. | ||
d. Critical thinking. |
a. You’re tired of writing your own sentences. | ||
b. Your own writing is getting boring. | ||
c. You want to support an idea by showing that other writers agree. | ||
d. You need to fill space to make your paper longer. |
a. Writing in college is just like writing in high school. | ||
b. In college, you will only do significant writing if you are an English major. | ||
c. College writing will require you to analyze and explain information. | ||
d. The “five paragraph essay” is the best form of writing for college. |
a. If you are a good writer, you won’t need to revise your writing. | ||
b. The main thing to look for in revising your writing is typos. | ||
c. If you have a good spell-checker, there is no need to revise or edit your writing. | ||
d. When revising, you should look to see if your writing is well organized. |
a. It isn’t plagiarism if you use another writer’s ideas, as long as you put it in your own words. | ||
b. You only have to cite your sources if you use another writer’s exact words. | ||
c. Even if you put another writer’s ideas in your own words, you still need to cite the original writer. | ||
d. As long as you put quotations around another writer’s words, you don’t have to use a citation. |
a. Your writing to be full of mistakes—you’re a student, after all. | ||
b. You to always write ten pages more than they ask for—it shows you’re a hard worker. | ||
c. You to come up will all original ideas—it is never okay to use someone else’s ideas! | ||
d. You to follow their instructions and carefully revise, edit, and proofread before you turn in your writing. |
a. Telling someone else about your ideas for the project. | ||
b. Asking “what,”’ “why,” and “how” questions about the topic. | ||
c. Waiting until a later time when you are more inspired. | ||
d. Both A and B. |
a. Ask your classmates what they think. | ||
b. Do the best you can. | ||
c. Ask your instructor specific questions about the scope of the assignment. | ||
d. Complain to your instructor that the assignment is vague. |
a. Take a writing course designed for college students. | ||
b. Find a tutoring service or student writing center. | ||
c. Ask your professor if he/she will look over an early draft of a paper. | ||
d. All of the above. |
a. Put it anywhere, it doesn’t matter. | ||
b. Always put it at the end of a paragraph, without any explanation. | ||
c. Make sure you explain in your own words what it means, or why it is relevant. | ||
d. Make sure the writer agrees with you before you use it. |
a. Start with your main assertion and then give specific evidence to support it. | ||
b. Wait until the end of your paper to make your main argument. | ||
c. Include your personal opinions throughout the paper. | ||
d. None of the above. |
a. Put it in your own words. | ||
b. Cite the original author in an approved format. | ||
c. Don’t quote more than eight lines of text. | ||
d. Agree with the original author. |
a. Know what kind of thinking he/she wants you to do. | ||
b. Figure out how to structure and organize your written response. | ||
c. Show you where to go in the textbook to find the answer. | ||
d. Both A and B. |
a. Barack Obama was elected president of the United States in 2008. | ||
b. Mexico is south of the United States. | ||
c. The city of Istanbul, Turkey has about 13 million residents. | ||
d. The countries of Kenya and Nigeria are both on the African continent. |
a. Mahatma Gandhi was a very influential world leader. | ||
b. He lived in India in the mid-twentieth century. | ||
c. Although Gandhi was a Hindu, I believe that he inspired people of many religions. | ||
d. His birthday, October 2, is celebrated in India as the national holiday called Gandhi Jayanti. |
a. You turn in a paper written by someone else. | ||
b. You cheat on a test by looking at your neighbor’s paper. | ||
c. You use another writer’s ideas in your own paper, without citing them. | ||
d. Both A and C. |
a. You won’t have to stay up all night finishing it. | ||
b. You’ll have time to look carefully at it and revise it. | ||
c. You’ll have time to go out and celebrate. | ||
d. You can turn it in early. |
a. Quoting is when you use less than eight lines of another writer’s text, while Paraphrasing is when you use more than eight lines. | ||
b. Quoting is when you use quotation marks, while Paraphrasing is when you just put the writer’s words in the middle of your own text. | ||
c. Quoting is when you use the original writer’s exact words, while Paraphrasing is when you put the original writer’s idea into your own words. | ||
d. Quoting is when you use your own ideas, while Paraphrasing is when you cite another writer’s ideas. |
a. Revising involves significant changes that occur early in the writing stage; editing is one of the very last things you do and involves mostly minor corrections. | ||
b. Revising is what you do if you change your topic entirely; editing is what you do when you are making changes to the same topic. | ||
c. Revising is when your professor gives your paper back with suggested changes; editing is when you make changes on your own. | ||
d. Revising is only for English majors; editing is what everyone else does. |
a. Indicate the course number and the date. | ||
b. Indicate the main theme or idea of your paper. | ||
c. Indicate your instructor’s name. | ||
d. Indicate nothing about what the reader is about to read. |
a. Only read one other writer’s opinion besides your own. | ||
b. Keep track of page numbers where you found ideas, so you can cite them later. | ||
c. Write down quotes in a notebook without writing down where you found them. | ||
d. Only do research on the internet—books are too difficult to use. |
a. Distinct contributions | ||
b. Disputable figures | ||
c. Original ideas | ||
d. Common knowledge |
a. Write the speaker an email later to let them know. | ||
b. Ask questions immediately to expand or clarify. | ||
c. Scratch your head to show your confusion nonverbally. | ||
d. Stand up and walk around to get your brain working. |
a. Scratch your head if you didn’t understand. | ||
b. Repeat what you heard them say to see if you heard correctly. | ||
c. Stay silent for thirty seconds. | ||
d. Change the subject. |
a. Help you listen more effectively. | ||
b. Help you get exercise during your busy class schedule. | ||
c. Are based on the idea that you listen more effectively when you move around. | ||
d. Use hand motions to convey meaning to the listener. |
a. Everyday conversations, small discussion classes, and meetings. | ||
b. Lectures and webcasts. | ||
c. Concert halls. | ||
d. Email discussions, online forums, and chat rooms. |
a. When there is plenty of room to stretch and move around. | ||
b. When the speaker is not too close to the listener. | ||
c. In lectures and other situations where very little interaction is allowed. | ||
d. In situations where there is open interaction between the listener and the speaker. |
a. Having all your supplies with you. | ||
b. Reviewing your personal goals for the day and the course. | ||
c. Having a snack in your bag in case you get hungry. | ||
d. Both A and C. |
a. Eliminating distractions, including electronic ones. | ||
b. Being settled into your seat, ready to listen, before the instructor begins. | ||
c. Being rested enough that you are not sleepy in class. | ||
d. All of the above. |
a. Having your homework done. | ||
b. Mentally preparing just before class begins. | ||
c. Being physically ready to learn. | ||
d. All of the above. |
a. If your instructor gives handouts in class, there is no need to take notes. | ||
b. Recording a lecture is better than taking notes during class. | ||
c. Taking notes can help you listen and understand more effectively. | ||
d. You should use the same note-taking method for every class. |
a. It will improve your listening skills. | ||
b. It helps you identify the key ideas emphasized by the instructor. | ||
c. It gives you something to do with your hands. | ||
d. Both A and B. |
a. Listen carefully about half the time. | ||
b. Write down every word the instructor says. | ||
c. Listen actively and think about what you are hearing. | ||
d. Have good handwriting. |
a. Run downstairs to get a soda. | ||
b. Check her voicemail and then turn her ringer off. | ||
c. Get out her Syllabus and review her goals for the class today. | ||
d. Take a quick nap so she will be alert for class. |
a. File them with the rest of his notes so he can find them at test time. | ||
b. Review them as soon as possible, preferably that day. | ||
c. Photocopy them in case he loses the original. | ||
d. Nothing, just taking them in the first place was the whole point. |
a. Mentally preparing before each class. | ||
b. Using active listening principles. | ||
c. Using Mnemonics during class. | ||
d. Taking quick restroom breaks halfway through class. |
a. The light is better, and nobody will be in front of you. | ||
b. You’ll be able to get out quicker in an emergency, and there is more legroom. | ||
c. You can make eye contact with the instructor, and instructors often believe students near the front are more serious about learning. | ||
d. Instructors are less likely to call on people in the front row. |
a. Ask the instructor, “Did I miss anything important?” | ||
b. Photocopy a friend’s notes, but don’t read them until right before the test. | ||
c. Ask the instructor if there is another section of the class you can attend. | ||
d. None of the above. |
a. Hearing sounds. | ||
b. Purposefully focusing on what a speaker is saying with the objective of understanding. | ||
c. While someone is talking, concentrating on what you are going to say next. | ||
d. Concentrating on the rise and fall of a speaker’s voice, rather than the meaning of their words. |
a. Focusing on a speaker’s words with the intent to understand. | ||
b. A key skill for acquiring information in college. | ||
c. The same thing as hearing sounds. | ||
d. Both A and B. |
a. Are unreliable. | ||
b. Can be used to determine what is important information. | ||
c. Should not be encouraged. | ||
d. None of the above. |
a. Focus on the speaker, wait for your turn to ask questions. | ||
b. Focus on what is being said, confirm that you heard the right message. | ||
c. Be quiet, watch for nonverbal messages. | ||
d. Restate the question, give the correct answer. |
a. Break the information into smaller chunks. | ||
b. Group the information into similar sets. | ||
c. Make a deliberate decision to remember it. | ||
d. All of the above. |
a. Acrostic | ||
b. Jingle | ||
c. Rhyme | ||
d. Acronym |
a. A love poem. | ||
b. A short verse used to remember data. | ||
c. A listening device. | ||
d. None of the above. |
a. Jingle | ||
b. Acronym | ||
c. Rhyme | ||
d. Crossword |
a. Interruptions make it more difficult to remember information. | ||
b. We begin to forget data within thirty seconds of not using it. | ||
c. Human memory functions in similar ways to a computer’s memory. | ||
d. There is only one type of memory. |
a. Memory is an inherited skill—you cannot improve it. | ||
b. The key to memorization is a quiet room. | ||
c. Linking new information to things you already know will make it easier to remember. | ||
d. It is useless to try memorizing information more than 24 hours before a test. |
a. Multitasking enhances your active memory. | ||
b. In college, memorizing facts is more important than understanding ideas. | ||
c. Linking new information to old information is a good way to commit it to memory. | ||
d. Just listening carefully is a good way to memorize information. |
a. Memorization is such a boring thing to do. | ||
b. Each time you switch mental tasks, you have to re-boot your short-term memory. | ||
c. You’ll be tempted to quit studying altogether. | ||
d. You won’t be able to remember the location of the information. |
a. Reading the information over and over again, with no plan. | ||
b. Breaking the information into groups, such as centuries, or countries. | ||
c. Learning each date one at a time. | ||
d. Staring at the information for ten minutes every night before bed. |
a. An Acronym. | ||
b. A Jingle. | ||
c. Short-term memory. | ||
d. Long-term memory. |
a. Mary had a little lamb. | ||
b. My Very Educated Mother. | ||
c. MVEM. | ||
d. None of the Above. |
a. A pretty good board game. | ||
b. The process of storing and retrieving information. | ||
c. An inherited skill that cannot be improved with practice. | ||
d. A mnemonic device. |
a. Old fashioned ideas that don’t really work. | ||
b. Tricks for memorizing lists and data. | ||
c. Games to play with your study partners. | ||
d. A way to increase listening skills. |
a. Good methods for memorizing information. | ||
b. Games for kindergarteners. | ||
c. Mnemonics. | ||
d. Both A and C. |
a. When we hear it. | ||
b. When we read it. | ||
c. When we discuss it. | ||
d. When we use it immediately. |
a. Use it immediately. | ||
b. See it on television. | ||
c. Write it down. | ||
d. None of the above. |
a. An Acronym spells out a word and an Acrostic makes a phrase or sentence. | ||
b. An Acronym is longer than an Acrostic. | ||
c. An Acronym is set to music. | ||
d. An Acronym rhymes. |
a. Listening to it. | ||
b. Seeing it on television. | ||
c. Repeating it out loud. | ||
d. Teaching it to someone else. |
a. Acrostics | ||
b. Jingles | ||
c. Repetition | ||
d. Rhymes |
a. Practicing memory games. | ||
b. Reducing distractions when you study. | ||
c. Finding ways to link the information to other things you already know. | ||
d. All of the above. |
a. Any test that includes multiple choice questions. | ||
b. A cumulative exam meant to determine if you have mastered the material. | ||
c. A test or quiz meant to make sure you know the basics. | ||
d. A pop quiz. |
a. Hell Week. | ||
b. Performance Anxiety | ||
c. Test Anxiety | ||
d. Depression |
a. Any test that includes multiple choice questions. | ||
b. A cumulative exam meant to determine if you have mastered the material. | ||
c. A test or quiz meant to make sure you know the basics. | ||
d. A pop quiz. |
a. Sneaking in to class late. | ||
b. Rewriting your roommate’s homework and turning it in as your own work. | ||
c. Making up data on a lab report. | ||
d. Changing your answer on a graded test, then asking the instructor to regrade it. |
a. Essay | ||
b. Stress | ||
c. Matching | ||
d. Short Answer |
a. Getting a good night’s sleep. | ||
b. Cramming the night before the exam. | ||
c. Preparing thoroughly, well in advance of the test. | ||
d. Visualizing yourself being successful. |
a. Means you don’t need to study. | ||
b. Allows you to consult notes and books during the exam. | ||
c. Will likely require critical thinking and analysis rather than memorized facts. | ||
d. Both B and C. |
a. Using unauthorized material to complete an assignment or test. | ||
b. Submitting someone else’s work as your own. | ||
c. Using a paper from one course again in a different course. | ||
d. All of the above. |
a. Most students have experienced some form of test anxiety. | ||
b. A primary cause of test anxiety is not knowing the material. | ||
c. All forms of stress are bad. | ||
d. Test anxiety interferes with your ability to perform well. |
a. Some stress before a test is normal and even beneficial. | ||
b. It is possible to eliminate all causes of stress related to exams. | ||
c. Negative attitudes are a major cause of test anxiety. | ||
d. Practicing relaxation exercises can reduce test anxiety. |
a. Frequently. | ||
b. Right before the exam. | ||
c. At the library. | ||
d. When you are stressed. |
a. Short | ||
b. Specific | ||
c. Clever | ||
d. Lengthy |
a. Tear it up—it will make her feel better. | ||
b. Put it in her backpack—she should keep it to study with for the final. | ||
c. Look over it—she needs to know where she made errors. | ||
d. Compare it to her friend’s paper—maybe that will make her feel better. |
a. Students who are doing well in the course. | ||
b. Students they will enjoy hanging out with. | ||
c. Students who will be reliable about showing up for study sessions. | ||
d. Both A and C. |
a. A form of academic dishonesty. | ||
b. Making your own version of something. | ||
c. Falsifying or inventing information. | ||
d. Both A and C. |
a. Pause and take a deep breath or two. | ||
b. Repeat a positive thought, such as “I know this stuff.” | ||
c. Compare yourself with others in the room. | ||
d. A and B are both good choices. |
a. Worrying about getting good grades. | ||
b. When your heart races just before an exam. | ||
c. Stress that gets in the way of performing effectively. | ||
d. Only serious if you pass out. |
a. Get to the test site early. | ||
b. Scan the entire test first before you start working. | ||
c. Do the easy questions first. | ||
d. Don’t pay attention to the time. |
a. Not sleeping well the night before the exam. | ||
b. Feeling confused or having mental blocks during the exam. | ||
c. Feeling bored or tired when studying for an exam. | ||
d. Feeling hungry during an exam. |
a. Merging your class notes with your reading notes. | ||
b. Applying knowledge to solve a problem. | ||
c. Thinking about how your roommate is doing in the same class. | ||
d. Writing down questions to ask the instructor. |
a. Insomnia. | ||
b. Sleep deprivation. | ||
c. Sleep anxiety. | ||
d. Oversleeping. |
a. May be paying their own way through college. | ||
b. Is usually older than 20 years old. | ||
c. May have less time for studying because of work and family commitments. | ||
d. All of the above. |
a. An older adult returning to school. | ||
b. A married student. | ||
c. Young and attending college soon after high school. | ||
d. None of the above. |
a. Physical access to campus buildings and housing. | ||
b. Access to services and aids necessary for effective communication. | ||
c. The ability to request any accommodation needed for them to succeed. | ||
d. The answers to assignments and tests. |
a. Campus activities. | ||
b. Extracurricular activities. | ||
c. Intermural activities. | ||
d. None of the above. |
a. Stress reduction. | ||
b. Improved ability to focus mentally. | ||
c. Shinier hair and fingernails. | ||
d. Increased physical endurance. |
a. Exercise. | ||
b. Getting enough sleep. | ||
c. Having a few drinks with a friend. | ||
d. Learning a relaxation technique. |
a. They know how to stay motivated. | ||
b. They avoid talking with their instructors, so they can remain anonymous. | ||
c. They develop their writing skills. | ||
d. They purposefully manage their time. |
a. Abusive. | ||
b. Addictive. | ||
c. A drug. | ||
d. A substance. |
a. 15 -30 minutes. | ||
b. 24-36 hours. | ||
c. 3-5 hours. | ||
d. 4 days. |
a. Sleep deprivation can contribute to stress, anxiety, and depression. | ||
b. Sleep deprivation weakens the immune system. | ||
c. Sleep deprivation contributes to weight gain. | ||
d. Sleep deprivation gives you more energy. |
a. Having a couple of drinks will help you sleep better. | ||
b. Exercising before bedtime is good for sleeping. | ||
c. Nicotine, such as that found in cigarettes, will keep you awake. | ||
d. Watching television can help you fall asleep faster. |
a. A weakened immune system. | ||
b. Higher levels of alertness. | ||
c. Increased risk of diabetes. | ||
d. More frequent headaches, fatigue, and insomnia. |
a. When an argument is finished. | ||
b. A step-by-step technique you can use to resolve a conflict. | ||
c. A negotiation with school administrators. | ||
d. None of the Above. |
a. Give him/her food to sober him up. | ||
b. Put him/her in a cold shower. | ||
c. Take away his/her vehicle keys. | ||
d. None of the above. |
a. A chronic lack of sufficient sleep. | ||
b. A chronic inability to fall asleep. | ||
c. A chronic inability to wake up. | ||
d. A chronic snoring problem. |
a. Diabetes. | ||
b. Cardiovascular disease. | ||
c. Some forms of cancer. | ||
d. Gillian’s disease. |
a. Language barriers. | ||
b. Cultural adjustments. | ||
c. Financial and bureaucratic stresses. | ||
d. All of the above. |
a. Immigrants. | ||
b. Commuter students. | ||
c. Transitional students. | ||
d. First-generation students. |
a. Diabetes. | ||
b. Neuropathy. | ||
c. Obesity. | ||
d. None of the above. |
a. The average number of credit hours for a freshman. | ||
b. The new friends students make in their first semester. | ||
c. The weight gain many students experience their first year of college. | ||
d. The traditional number of days a freshman must wait for a second date. |
a. A document that summarizes your experience. | ||
b. A letter that introduces you to a potential employer. | ||
c. Just a list of all the jobs you have ever had. | ||
d. Only necessary if you are applying for a really important job. |
a. How your qualifications match the employer’s needs. | ||
b. That you have excellent writing skills. | ||
c. That you have great design skills. | ||
d. That you really need the job. |
a. The header. | ||
b. The objective. | ||
c. The cover letter. | ||
d. The resume body. |
a. Volunteer positions you’ve held. | ||
b. Foreign languages you speak. | ||
c. Academic honors and scholarships you’ve received. | ||
d. Information that reveals your religious beliefs. |
a. Supervising. | ||
b. Editing. | ||
c. Using a dry cleaning machine. | ||
d. Using a word processor. |
a. Learning as much as you can about the organization. | ||
b. Reviewing the job description carefully. | ||
c. Anticipating questions about your qualifications. | ||
d. All of the above. |
a. An internship is a good way to gain job experience. | ||
b. Interns often work for reduced wages, or even volunteer. | ||
c. An internship is a guarantee of a job with the company after graduation. | ||
d. Interns should expect to do a variety of tasks. |
a. A screening interview is not that important. | ||
b. A screening interview is often conducted over the phone. | ||
c. A screening interview is often the first step in the hiring process. | ||
d. A screening interview is used to determine whether you are qualified to do the job. |
a. The major you choose in college will likely determine the rest of your life. | ||
b. Most people change careers five times or more in their lifetime. | ||
c. Once you choose a major in college, it is difficult to change. | ||
d. It is rare for a student to change his/her major. |
a. Volunteering. | ||
b. Internships. | ||
c. Taking classes. | ||
d. Part-time employment. |
a. Never ask questions about the company. | ||
b. Ask a question from the list of questions you prepared in advance. | ||
c. Ask him/her about their personal life. | ||
d. Say, “No, I don’t have any questions.” |
a. A resume is just a list of all the jobs you have ever had. | ||
b. One page is usually the best length for a resume. | ||
c. A resume should never include volunteer positions. | ||
d. A resume should never be accompanied by a cover letter. |
a. Your contact information. | ||
b. The dates and locations of your previous employers. | ||
c. The skills and accomplishments you gained at each job. | ||
d. Your personal goals in life. |
a. Work-based skills are things you do with your hands; transferable skills are things you do with a computer. | ||
b. Work-based skills are taught in community college; transferable skills are taught at a four-year university. | ||
c. Work-based skills are specific to a certain type of job; transferable skills are universal to many types of work. | ||
d. Work-based skills are taught by an instructor; transferable skills are taught by your parents. |
a. Informational interviews. | ||
b. Screening interviews. | ||
c. One-on-one interviews. | ||
d. Weed-out interviews. |
a. Ask for clarification if you don’t understand something. | ||
b. Respond to a difficult question by saying, “I don’t know.” | ||
c. Avoid one-word answers to questions. | ||
d. Thank the interviewer at the end of the interview. |
a. Entice the reader to read your resume. | ||
b. Serve as a cover sheet for fax machines. | ||
c. List your job experience. | ||
d. Show you have style. |
a. The right education. | ||
b. The right skills. | ||
c. The right experience. | ||
d. All of the above. |
a. What salary are you expecting? | ||
b. What questions do you have for me? | ||
c. What are you weaknesses? | ||
d. All of the above should be expected. |
a. Calling the office to say thank you. | ||
b. Sending an email asking when a decision will be made. | ||
c. Waiting until they contact you. | ||
d. Sending a short thank you note or email within 24 hours. |